Dr Who - Gender

Throughout this clip, gender is represented in a number of different ways through camera, sound, editing and mise-en-scene.
Through use of mise-en-scene the audience is presented with master. Stereotypically the master is wearing a suit which suggests power and authority, however ironically the suit is rather scruffy and laid back, which presents the character as less powerful and big-headed, however in the circumstances still dominant.
Continuing through mise-en-scene, there is a female stood next to the master throughout the clip. The female is in a red dress, with connotations of danger. However, the female is seen merely as an object; well groomed, standing with no input. It is also recognisable that the female is holding on to the rail throughout the whole clip, suggesting that she is isolated and incapable of supporting herself.
Stereotypically the other women seen in this clip are dressed as maids, suggesting little power and significance. Similarly, there is a man present in the clip with a dirty/muddy face, this further being stereotypical as men are associated with work and dirt.
It is also recognisable that the male gender is powerful throughout between the master and the doctor, this may be argued stereotypically fitting the codes and conventions of 'normal television' as males are supposedly recognised as dominant.
Focusing on the use of camera, characters are presented in different ways. A low angle mid-shot of the master suggests he is superior whilst a low angle shot of Martha suggests she is submissive, stereotypical of that in TV drama.
Martha Jones is also framed with two security guards behind her, this signifying imprisonment and dominance of the male gender along with stereotypical roles associated with gender as both security guards are male, overpowering the female.
Use of gradual zooms in the sequence of shots throughout the clip signify the movement of the female as slow/hesitant, suggesting that she is unsure and incapable of making important decisions.
Further along the clip a worms-eye view of Martha is presented to the audience of her rising up after the doctor is brought back to life. This highlights the idea of power changing between good and evil and further power exchange between the master and female. Martha is now dominant and the master submissive, contradicting stereotypical associations with male and female gender and TV drama.
Editing is a key concept throughout the clip. During the clip there is use of cut transitions and flash effects to signify past events. During these flashbacks, there is use of quick cutting between different elements of Martha's journey to signify time movement and further represents her determination to complete her task.
Further along the clip through use of continuity editing, the audience is presented with quick shot transitions of the master to highlight his aggression, this being stereotypical of males as violence and aggression are associated with males and not with women.
The duration of the Masters shot get shorter as the sequence progresses, signifying the idea that his 'time' is running out as he is becoming significantly less powerful.
Blue and pink lighting is also used throughout the clip, suggesting stereotypical connotations with both genders.
Sound is also a key aspect of TV drama. There is use of diegetic sounds such as he wind howling on Martha's journey, this suggests a life-like aspect to the clip allowing the audience to further engage.
There is also use of non-diegetic sound as the track played during the doctors transformation is very grand, suggesting he is a significant character and is powerful.
Martha's voice develops as the clip progresses, she becomes more powerful and confident and this is evident through her voice becoming more pronounced.
Heroic music is also played once Martha defeats the master, this is typical of TV drama and puts emphasis on the moment allowing it to become more dramatic.
It is evident through use of these 4 key concepts that TV drama is still massively patriarchal and in favour of men. Stereotypical representations of both genders are presented in this clip through numerous different ways as discussed, following the typical conventions of TV drama.

Class and Status

Upper Class

The upper class is the social class composed of those who are wealthy, well-born or both. They usually have the greatest political power. The upper class is generally contained within the wealthiest 1-3% of the population. Members of the upper class are often born into it, and are distinguished by immense wealth which is passed from generation to generation in the form of estates. Sometimes members of the upper class are called "the one percent".


Middle Class

The middle class are the most contested of the three categories, the broad group of people in contemporary society who fall socio-economically between the lower and upper class. One example of contestation of this term is that in the US "middle class" is applied very broadly and includes people who would elsewhere be considered lower class.


Lower Class

Lower Class are those employed in low-paying wage jobs with very little economic security. The lower class is sometimes separated into those who are employed but lacking financial security and underclass- those who are long term unemployed. 

How Editing Contributes to Representation

Action Match


Cutting on action or matching on action refers to film editing and video editing techniques where the editor cuts from one shot to another view that matches the first shot's action.








Eyeline Match


An eyeline match is a film editing technique associated with the continuity editing system. It is based on the premise that the audience will want to see what the character on-screen is seeing. The eyeline match begins with a character looking at something off-screen, followed by a cut to the object or person at which he is looking. For example, a shot showing a man looking off-screen to the left is followed by a shot of the television that he is watching.








Final Shot


In any scene, which character or characters are shown in the final shot of the sequence? This is often the character with which the audience is expected to identify. 








Intercutting: Tension


When intercutting is used to draw two storylines together, this can be structured to create tension, and therefore heighten the audience’s identification with a particular character. 








Intercutting: Juxtaposition


Alternate (scenes or shots) with contrasting scenes or shots to make one composite scene in a film.





Jump Cuts


A jump cut is a cut in film editing in which two sequential shots of the same subject are taken from camera positions that vary only slightly. This type of edit gives the effect of jumping forwards in time.







Motivation

Motivated editing is a way of helping to suspend the audiences disbelief when watching a production. Motivated editing is where shots are carefully chosen to push a story along and make the audience believe what they are seeing. 

For instance if there is a shot of someone walking into a room and looking around, it is best to then cut to a shot of that actors point of view. 
This way the audience get to see exactly what that actor sees and it engrosses them in the story even more. 

Synergy and Technological Convergence

Synergy
The concept that the value and performance of two companies combined will be greater than the sum of the separate individual parts.
The expected synergy achieved through the merger can be attributed to various factors, such as increased revenues, combined talent and technology, or cost reduction.

Technological Convergence
Technological Convergence is the process of technology evolving. For example people who used to listen to music on the radio may now chose to listen to music on their phones as it is much more advanced and convenient. Companies use this to produce and deliver their films more effectively.

Waterloo Road - Clip Analysis Gender

https://www.youtube.com/watch?v=rKzOtiHJGtM

Within the extract of Waterloo Road, gender is represented in numerous ways, particularly through the use of camera, Mise-en-scene, editing and sound. This extract both depicts and opposes the common stereotypes of men and women.
The use of a camera shot of the mirror a young, glamorous teenage girl is holding whilst admiring herself suggests that women typically are interested in little but appearance and fashion, as evident through the use of this young female. Using continuity editing the clip then cuts to an upwards pan of the teenage girl, starting from her feet up to a mid close up shot of her face. In using these camera shots, a stereotypical image of a young teenage girl is portrayed.
Through camera cuts to a shot of the father and the young girl. In this shot the use of camerawork contributes greatly towards the stereotypical representation of gender. The most evident being that of high and low angles. The camera uses mid close ups of the mother and father when in conversation. The camera remains at the same angle, suggesting that neither character are dominant, this opposing the stereotypical association of men being dominant, this being used in most camera shots. However, her father being at a higher angle suggests dominance, which would then evidently suggest the teenage girls vulnerability. However the use of music (sound) and the mid-shot then immediately following, allowing the viewers to notice and comprehend the attitude of the girl suggests the opposite, that in fact she believes she is the dominant individual of the two. This contributes to the stereotypical representation of a rich, glamorous teenage girl who believes she is in control of situations, intentionally disobeying her parents.
Later in the scene, through use of continuity editing and panning, it is evident that the contrast between the young teenage girl and older woman is trying to be emphasised. The older woman represents a stereotypical older female teacher teaching the class in a reasonably 'boring' manner. The use of a young female girl emphasizes this contrast, both physically and mentally. Through use of Mise-en-scene the physical appearance of the two characters is in complete contrast, the older woman with short grey hair, minimal makeup and a suited outfit, whilst the young female has bleach blonde hair, masses of makeup and a uniform. Through use of high and low angles, it is suggested that the older woman is dominant and the young girl submissive, as expected. However it is evident through the scene that the episode opposes from the norm. The young girl attempts to become the dominant individual in believing she is more educated than the teacher, attempting to belittle her, but in doing so instead shows herself rather to be young and immature.
Mise-en-scene further contributes to show the representation of gender uniquely, the most notable being through use of evident contrasting costumes. Typically, an episode would depict the common stereotypes of men being overall superior opposed to women who are deemed to be inferior. However, opposing this, females within the extract are deemed to have higher status through costume detained by them. These giving connotations of the head the school being immaculate, hardworking and powerful, contrasting to traditional female roles.

Gossip Girl - Cinematography Analysis

The clip begins with an establishing shot to set the scene, giving an idea to the viewer as to where the episode is taking place and an idea as to what may be included.
The camera uses a mid shot of Blair and Chuck towards the beginning of the clip, and cuts between the two before speaking. This allows the viewer to understand the following scene is likely to be focused on the two characters and engages the viewer. The camera then focuses on using a two-shot as the two characters walk towards each other. This creates a dramatic effect with use of camera, music and mise en scene to further engage the audience and cause them to sympathise with the characters. The camera shot deliberately focuses on the two being alone on the bridge together for effect.
A mid shot is used to establish conversation beginning and over the shoulder shots continuously throughout the conversation to empathise with Blair and Chuck. 
Throughout this scene Blair is deliberately dressed in a long red dress, the colour red having connotations of love and hate, which is exactly what the two characters resemble while Chuck is simply wearing a plain and simple outfit. The idea that Blair is dressed very well and Chuck not so much, suggests that Blair is superior for once and in control of the situation, and Chuck simply follows, deliberately contrasting to the norm between the two.
Further along the clip the camera focuses on using close up shots to establish emotion. It is clear to see both characters are distressed and upset,  yet completely in love with eachother and the use of a close up helps further demonstrate this, causing the viewer to feel much more engaged and sympathetic towards Blair and Chuck.
The camera uses upwards panning to first establish what is being given to Chuck and then to focus on Blair's emotion and remorse throughout. The camera then focuses again in a close up of the two characters looking down at the ring and this reinforces the emotion between the two characters.
To close the scene the camera uses a two shot again of the characters standing on the bridge in the position they would be when reciprocating their vowels to one another, this is deliberate positioning for effect. The mid-long shot with Blair and Chuck in it signals the ending to the scene.

G322 Waterloo Road Clip Analysis - Age

Throughout the clip from the series 'Waterloo Road' there is a clear representational issue of age, this is portrayed in various different ways; through humour and serious acting. Despite any humour used in the clip, there is a deliberate focus on age and representation.
Mise-en-Scene is the first area to which these representational issues are presented. The setting of the opening scene focuses on artificial lighting and a built up school background. This establishing the scene. The students all fit in with the environment, deliberately through use of uniform, suggesting they are fit with the norm and evidently similar to the other thousands of teenagers at the school. They are fit with their surroundings. The use of uniform may also suggest lack of authority and dominance within the school, a way of keeping things in order and reinforcing roles within the school ground.
The scene starts with a two-shot of the two young boys hiding something and acting mischievous. This immediately presents the characters as stereotypically troublesome and rebellious. The camera pans and follows foot steps essentially approaching the boys, suggesting this particular 'figure' is superior to the young boys. The boys are discussing in a panicking tone and are both unsure how to deal with the situation in a sensible manner. This represents the issue of peer pressure and trouble, which all teenagers will undoubtedly face at one point or another throughout their years. Youth is portrayed in a negative light here but further progresses to help the audience sympathise with the young boys through use of an unpleasant older dominant male. It is also suggested that the younger generation are over-looked and that mistakes in the older generations eyes are interpreted rather deliberate actions to cause trouble and mischief. This indicates the lack of attention and understanding towards younger and less dominant figures.
In the next scene, whilst the young male (George Sampson) is in conversation with the an older male figure, it is clear to see a connection between the two. The camera continuously switches between the two with mid close ups and over the shoulder shots. The older male in this scene being in complete contrast to the older male in the previous scene. George and the male figure seem to understand one another and it is made essential that the older man does not consider himself superior nor dominant over the young boy (George Sampson). It is also made apparent that the younger generation (George in this example) are easily persuaded if in favour to them. This purposely portrays an immature and childish light to youth, suggesting that younger characters are not mature enough to understand ands make reasonable decisions in situations without some form of reward, unlike the real world.
During the next scene there is a confrontation in the corridor and dispute between three characters. The camera uses close ups and over the shoulder shots to highlight emotions. This dispute indicates that the younger generation are incapable of handling emotions and suggests a rather immature side to the three in the way they chose to handle the situation. The scene then goes on to cover bullying as a representational issue. In this circumstance it is rather unusual as it is the male that is being bullied by the female. This supposedly indicates further that stereotypical assumptions are not always the norm and that in-fact bullying is an on going issue despite gender.
The last scene covers age as a representational issue in a different way. The scene focuses on portraying adults in a way that teenagers act through style of clothing. Through this scene it is implied that being a teenager is difficult and that the issues that arise within these ages should not be overlooked or bypassed because some consider them 'unimportant', as they are in-fact a key problem in todays society. The scene also further highlights the difference between age as it is considered absurd for a teacher to dress as a student would. Thus focusing on the stereotypical idea that the younger generation are unaware and immature and rather the older generations have to set an 'example'. 
Evidently through the use of Mise-en-Scene, camera, editing and sound we are presented with the representation of youth being something which is troubled and vulnerable, and rather the older generation wise and all-knowing.

The Inbetweeners - The Gig and The Girlfriend Analysis

Throughout the clip 'The Gig and The Girlfriend' there is a clear representational issue of drugs and bullying through the use of humour. Despite use of humour the clip is still representing a serious issue.
Mise-en-Scene is the first area to which these representational issues are presented. The setting of the opening scene focuses on artificial lighting and a built up school background. This establishing the scene. The boys fit in with the environment, deliberately through use of uniform, suggesting they are fit with the norm and evidently similar to the other thousands of teenagers at the school. They are fit with their surroundings.
The scene starts with a shot of Mark Donovan spreading butter on toast. The camera pans upwards to reveal Jay and Neil at the door, the camera then progressing onto a two shot. The boys are discussing drugs and are unsure whether to peruse with the idea or not. This represents the issue of peer pressure and uncertainty, which all teenagers will undoubtedly face at one point or another throughout their years.
Whilst in conversation with the dealer the camera switches to an over shoulder shot of the dealer (Mark Donovan) and back to the two boys (Jay and Neil). This suggesting a sense of progressing tension and intense discussion.
The camera switches to a close up of Jay as he hands the dealer the money. This increases the tension of the scene. During this shot the audience come to learn he uncertainty of the situation. Focusing on aspects of Jay's body language during this scene he seemingly appears to be aware that what he is doing is wrong. Again focusing on aspects of peer pressure and the troubles that teenagers inevitably face.
When the dealer (Mark Donovan), a supposedly 'friend' of Jay and Neil intimidates and belittles the two by taking their money and refusing to give the drugs they had repeatedly asked for, it is clear that the two feel patronised and insecure. The camera shows clear emotion through close ups between the three.
Evidently through the use of Mise-en-Scene, camera, editing and sound we are presented with the representation of youth being something which is troubled and vulnerable.

Reverse Story Board

Reverse Story Board from bethlynallmey

Composition

Framing: The basis of framing theory is that the media focuses attention on certain events and then places them within a field of meaning. Framing is an important topic since it can have a big influence and therefore the concept of framing expanded to organizations as well.


Rule of thirds: The rule of thirds is a powerful compositional technique for making photos more interesting and dynamic. It's also perhaps one of the most well known. This article uses examples to demonstrate why the rule works, when it's ok to break the rule, and how to make the most of it to improve your photography.


Depth of field: In optics, particularly as it relates to film and photography, depth of field (DOF), also called focus range or effective focus range, is the distance between the nearest and farthest objects in a scene that appear acceptably sharp in an image.

1. Deep and Shallow Focus - Shallow focus is a photographic and cinematographic technique incorporating a small depth of field. In shallow focus one plane of the image is in focus while the rest is out of focus. Shallow focus is typically used to emphasize one part of the image over another.
2. Focus pulls - The focus pull (AKA rack focus) is a creative camera technique in which you change focus during a shot. Usually this means adjusting the focus from one subject to another. The shot below begins focused on the plant in the foreground, then adjusts focus until the girl is sharp.
   

Two Shot

Two shot: a cinema or television shot of two people together.

Master Shot

Master shot: A master shot is a film recording of an entire dramatized scene, from start to finish, from an angle that keeps all the players in view. It is often a long shot and can sometimes perform a double function as an establishing shot.

Canted Angle Shots

Canted Angle: A camera angle which is deliberately slanted to one side, sometimes used for dramatic effect to help portray unease, disorientation, frantic or desperate action, intoxication, madness, etc.

Zoom Shot

Zoom Shot: A zoom is technically not a camera move as it does not require the camera itself to move at all. Zooming means altering the focal length of the lens to give the illusion of moving closer to or further away from the action.

Reverse Zoom Shot

Pan Shot

High and Low Angle Shots

Over-shoulder Shot

POV Shots

Aerial Shots

Wide Shot

Long Shot

Mid Shot

Tilt Shot

Establishing Shot

Close up shot

Steadicam Shot

Crane Shot

Tracking & Dolly Shot

Hand Held Camera Shot

Monarch of the Glen

Analyse the clip through representation of age.

Throughout the clip presented from then sequence ‘Monarch of the Glen’ there is a clear representation of age division. Aspects of both youth and the older generation are key and clearly resembled by the character Amy, the head teacher and the remaining members of the community.

Mise-en-Scene is the first area to which this representational issues are presented. The setting of the opening scene focuses on natural lighting and a rural background. This in deliberate contrast to when we are first introduced to Amy, wearing a bright yellow top and fashionable jeans, suggesting she is at odds with her surroundings. The other members of the community are dressed in farming clothes, further emphasising this contrast. The initial high shot of the workers represents a clear sense of community and security.

During the next scene the audience come to learn of Amy’s true age. Focusing on aspects of Amy’s body language during this scene Amy seemingly appears to becoming visibly younger by the second, showing signs of dependence and insecurity by the need to hug those she loves and depending on those much older and independent to speak on her behalf, further demonstrating her immaturity. It is here that her youth is solely focused on.

A lot of aspects are covered in the next scene. To begin with a clear representation of traditions and the older generation are focused on. The oak room the scene is shot in is the only location that shows absence of youth, including that the only characters who enter this room are Paul and the head teacher. The use of brandy as a prop hints the dominance and superiority of the older generation, and conforms to the representation of tradition and formality. This all being in extreme contrast to all previously seen. The two characters are shot in low angles, representing them as figures of authority. When Paul leaves the room a stereotypical demonstration between the ages of Amy and Paul is presented, with Amy running away from the situation and no progression being made between the two characters in contrast to the previous discussion between Paul and the head teacher, representing maturity and stability in the older generation. The use of camera in this scene further highlights the difference between the two. Deliberate high-angle and low-angle shots are used to illustrate dominance, lack of control and vulnerability, further demonstrating the distinction between the two characters.

The final scene provides further illustration of innocence and youth. Here Amy is presented in a very child-like manner. Mise-en-Scene establishes use of reds and pinks as a colour theme to the room. There are also props used such as decorative cards, pyjamas and a teddy bear. These are all clear signifiers of her youth and innocence. The vulnerability we see in Amy is demonstrated again through visual codes when she appears to hide her hands under her sleeves and reminiscing on family photographs. The use of panning and a focus pool when focusing on the photos helps the viewer to empathise with Amy. Use of non-diegetic music foreshadows the event of her leaving.

Evidently through the use of Mise-en-Scene, camera, editing and sound we are presented with the representation of youth being something which is fragile and vulnerable and rather adults inhabiting a world which frowns upon teenage emotion and understanding.